stone child college educator preparation program …...summative and allows faculty and staff to...

Stone Child College

Education Department

Elementary Education

Preliminary Data Analysis

1

Stone Child College Educator Preparation Program

Bachelor of Science in Elementary Education

Preliminary Data Analysis Report

April 2018

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Table of Contents Introduction ................................................................................................................................................................... 3

Assessment Overview ................................................................................................................................................... 3

Assessment of Candidate Proficiencies and Transition Points ...................................................................................... 3

Courses Designated for Assessment of InTASC Principles and PEPP Standards ........................................................... 4

Description of the Primary Critical Assessments of Candidate Proficiency in the Elementary Education Program ..... 7

Preliminary Data .......................................................................................................................................................... 11

Standards Alignment ................................................................................................................................................... 12

Assessment Forms and Rubrics ................................................................................................................................... 17

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Introduction

The purpose of this preliminary data analysis report is to provide the Montana Office of Public Instruction

with a description of the key assessments and any current evidence relative to the Educator Preparation

Program at Stone Child College. This report will examine the overall assessment plan that was created to

measure student growth and proficiencies, and evaluate the program’s strengths and needs.

Assessment Overview

The assessment system for the Education Department at Stone Child College is both formative and

summative and allows faculty and staff to monitor each candidates' progress in order to conduct remediation

or provide timely support, as needed. In addition, the Department uses assessment data to make changes to

the elementary education program that may include revisions to curricula, faculty training, and revising

program admission/progression/completion requirements, as well as, revising the assessments themselves.

Candidates are assessed throughout the program with multiple opportunities for reflection and self-

assessment. Candidate assessments and evaluations are based on multiple sources of data that are

cumulatively collected in a Reflective Growth Plan. The department faculty use formative evaluations at the

end of each semester to evaluate the progress of candidates and the program itself.

The quantitative forms of candidate assessment utilize a rubric that collects different levels of data on four

domains; (a) The Learner and Learning, (b) Content, (c) Instructional Practice and (d) Professional

Responsibility. In order to characterize the knowledge, skills and dispositions of the teacher candidates,

rubrics provide for four levels of descriptors, that is, Exemplary, Proficient, Developing, and Unacceptable.

Data are gathered from multiple sources, including reflections from the candidates and observations from

cooperating teachers. The data analysis for teacher candidate growth and proficiency and for program

evaluation consists of frequencies of the indicators for each of the four domains.

Assessment of Candidate Proficiencies and Transition Points

There are three measured points in the Teacher Education Program: TEP I, TEP II and TEP III. All Stone

Child College candidates are required to build an online Reflective Growth Plan (RPG) throughout the

program which provides evidence of their attainment of the skills, dispositions, knowledge, and experiences

necessary to be effective professional educators at each TEP stage. This Reflective Growth Plan is a

continuous, performance-based process, and is the assessment tool for evaluating and guiding candidates’

growth as developing educators.

The RGP is based upon the Education Department’s conceptual framework and is organized around the four

Domains, the ten InTASC principles, Montana PEPP Standards, and related Assessment Indicators.

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For each Domain, candidates complete the following: 1. Articulate a statement of understanding for each

InTASC principle in a Reflective Essay; 2. Gather and organize evidence; 3 Write reflective and summary

statements about the evidence on an Evidence Documentation Form. 4. Share the draft documentation with

others and revise. Each artifact of evidence will be submitted to a faculty member before presenting the RGP

during a TEP I, II or III Interview.

Each piece of evidence will be evaluated with a standard rubric. One piece of evidence is required for each

Domain for TEP I; two pieces of evidence for each InTASC Principle for TEP II; one additional piece of

evidence per InTASC Principle for TEP III. The reflective essays and evidence are assessed based on the

following ratings:

0= Unacceptable 1= Developing 2= Proficient 3=Exemplary

Unacceptable (0) is defined to be a level of work lacking clear demonstration of more than one of the

essential elements being assessed.

Developing (1) is defined to be a level of work that indicates all essential elements have been demonstrated,

but one of those critical elements are underdeveloped to the degree it would be prudent for the candidate to

receive additional preparation in the underdeveloped area.

Proficient (2) is defined to be a level of performance that indicates all assessed elements have been

developed to the degree that it is reasonable to conclude the candidate has succeeded in meeting the stated

expectations of the assessment.

Exemplary (3) is defined to be a proficient candidate who has developed beyond expectations in 50% or

more of the essential elements being assessed.

Candidates must score at least a 1 (Developing) on all artifacts of evidence. Candidates must have a

minimum of 75% of scores at proficient or higher to pass the TEP I Interview and 80% of scores at proficient

or higher to pass TEP II and TEP III.

Courses Designated for Assessment of InTASC Principles and PEPP Standards

TEP 1

Domain 1

Reflective Essay for InTASC Principle 1: EDU 220

Evidence Documentation Form for 10.58.532 (a): EDU 220

Domain 2


Evidence Documentation Form for 10.58.532 (b): EDU 200

Domain 3


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Evidence Documentation Form for 10.58.532 (m): EDU 270

Domain 4


PEPPS 10.58.501 (j)

Reflective Essay for 501 (m): EDU 235

Evidence Documentation Form for 501 (m): EDU 235

TEP II

Domain 1


Evidence Documentation Form for 10.58.532 (a): EDU 340


Evidence Documentation Form for 10.58.532 (l): EDU 311 and EDU 337


Evidence Documentation Form for 10.58.532 (n) and (o): EDU 309

Domain 2


Evidence Documentation Form for 10.58.532 (b): EDU 380


Evidence Documentation Forms for 10.58.532 (c), (d), (e), (f), (g), (h), (i), (m): EDU 340, EDU 344, EDU

430, EDU 420, EDU 330, EDU 440, EDU 350, and EDU 380

Domain 3


Evidence Documentation Form for 10.58.532 (p): EDU 307


Evidence Documentation Form for 10.58.532 (j): EDU 307


Evidence Documentation Form for 10.58.532 (k): EDU 380 and EDU 480

Domain 4


Evidence Documentation Forms (3) for 10.58.501 (i): EDU 460


Evidence Documentation Forms for 10.58.501 (j); (k): EDU 305

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PEPPS 10.58.501 (j)

Reflective Essay for 501 (L): EDU 311

Evidence Documentation Form for 501 (L): EDU 311 and EDU 337

TEP III

Domain 1


Evidence Documentation Form: EDU 490





Domain 2





Domain 3





Reflective Essay for InTASC Principle 8:EDU 490


Domain 4





PEPPS 10.58.501 (j)

Reflective Essay for 501 (m): EDU 490

Evidence Documentation Form for 501 (m): EDU 490

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Description of the Primary Critical Assessments of Candidate Proficiency in the Elementary

Education Program

1) Elementary Education Content Assessment - Praxis II (#5018) and completion of the Montana

Assessment for Content Knowledge (MACK).

Candidates must successfully complete the Elementary Education MACK requirements before

referral for licensure.

The Montana Assessment for Content Knowledge rubric outlined below is used to evaluate teacher

candidates and determine a Content Knowledge Score (CKS). The possible range for the CKS is 0-10.

Teacher candidates must earn 7 or more CKS points on the Montana Assessment for Content Knowledge to

be recommended for licensure/ endorsement by an accredited Montana EPP. Teacher candidates earning

fewer than 7 CKS points or who score zero on any of the three rubric components shall not be recommended

for licensure/endorsement. For candidates who receive a score of 1* on rubric components 1, 2, or 3, each

Montana EPP will conduct a further individualized review of the candidate’s content knowledge and

teaching skills, based on established policy, to ensure that the candidate merits recommendation for

licensure/endorsement.

1. Assessment of Content Knowledge Coursework GPA

The range for awarding points is 0-4 and will be calculated as follows:

GPA Points

3.50 – 4.00 4

3.00 – 3.49 3

2.65 – 2.99 2

2.00 – 2.64 1*

Below 2.00 0

2. Assessment of Content Knowledge Demonstrated During Student Teaching/ Clinical Practice


Descriptor Points

Knowledge is Advanced 3

Knowledge is Proficient 2

Knowledge is Basic 1*

Knowledge is Insufficient 0

Note: The assessment is completed by a cooperating teacher, college or university supervisor, or faculty

member.

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3. Assessment of Content Knowledge on appropriate Praxis test


Score Range Points

Meets/Exceeds OPI score 3

At least 90 % of OPI score 2

At least 80 % of OPI score 1*

Below 80 % OPI score 0

The SCC Elementary Education MACK form with cut scores is attached.

2) Elementary Education Content Assessment – Candidate GPA in the following two categories will be

calculated after candidate completion of all required courses. Candidates must have a 3.0 GPA and no

grade lower than a C in any required course to be admitted to the Elementary Education Program.

Candidates must have an average GPA of 3.0 in the professional education courses listed below for

graduation and no grade lower than a C.

o General Education Select Courses GPA includes the following courses:

ART 110 Art Appreciation

WRIT101 College Writing I

NAS 101 History of Indians in U.S.

NASX 100 Cree I

MUS 110 Music Appreciation

COMX 111 Public Speaking

PSYX 100 Intro to Psychology

BIOS 101 General Biology with Lab

WRIT 201 College Writing II

M130 Math for Elementary Teachers I

PHSX 205N Fundamentals of Physics I

PHSX 206N Fundamentals of Physics lab

M131 Math for Elementary Teachers II

PSCI 210 American Government/History

ESCI 150 Atmospheric Science with lab

o Elementary Education Professional Courses GPA

EDU 200 Intro to Education

EDU 220 Human Growth and Development

EDU 225 Intro to Education Psychology

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EDU 235 Introduction to Indian Education

EDU 270 Instructional Technology

EDU 301 Language, Literacy & Text for Children

EDU 307 Curriculum, Planning and Assessment

EDU 305 Parent Partnerships and Community Collaboration

EDU 309 Guiding Social Development and Class Management

EDU 350 Methods of PE and Health Enhancement with 10 hr. field experience

EDU 311 Cultures, Diversity and Ed Ethics – includes field trip to MSDB

EDU 330 Methods: Teaching and Assess. Soc. Studies K-8

EDU 337 Teaching Exceptional Learners

EDU 344 Methods: Teaching Reading and Language Arts

EDU 340 Methods: Literacy Assessment, Diagnosis and Instruction

EDU 380 Clinical Experience Level 1- Seminar + 6 hr. per week field (K-3)

EDU 420 Methods: Teaching and Assessing K-8 Mathematics

EDU 430 Methods: Teaching and Assessing K-8 Science

EDU 440 Methods: Teaching Creative Arts (Music, Art, Drama . . .)

EDU 460 Action Research in Education

EDU 480 Clinical Experience Level 2- Seminar + 10 hr. per week field (4-8)

EDU 490 Student Teaching for Elementary Education

EDU 495 Reflective Practice and Research in Education

3) Student Teaching Assessment –Observation Instrument This assessment is completed at mid-term and

as a final evaluation of the Student Teaching Experience by the course instructor or a College Supervisor, the

Cooperating Mentor Teacher, and the candidate. Candidate scores for the final evaluation are used as a

critical assessment of candidate outcomes.

4) Impact on Student Learning – Action Research Rubric Candidates will draw conclusions based on

their action research project data regarding the impact of their teaching on student learning. Candidates

complete the action research project during EDU 495, Reflective Practice and Research in Education, taken

concurrently with Student Teaching. Please see the Action Research Rubric attached.

5) Standards Assessment –Reflective Growth Plan (RGP) for InTASC Standards and the 11 Montana

teaching standards (ARM 10.58.501) within four Domains: "the learner and learning," "content,"

"instructional practice," and "professional responsibility." Candidates will present their Reflective Growth

Plan at three stages during the Elementary Education Bachelor’s Program: Stage 1: upon program entry or

during the sophomore year; Stage II: before student teaching; and Stage III upon completion of student

teaching. During each stage, candidates will develop a digital Reflective Growth Plan reflecting on and

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documenting their skills, knowledge, dispositions and experiences with regards to each of the InTASC/501

Standards. RGP scores from the final portfolio evaluations will be used as a critical assessment.

6) Additional Standards Assessment – Professional Responsibility and Dispositions

One of the most important attributes of good teaching and quality teacher preparation is the development of

positive, professional dispositions. Teacher candidates must understand the subtleties of professional

demeanor, effective conflict resolution, respectful practice, and professional presentation. To this end, the

SCC Education Department has established a “Professional Responsibility and Dispositions Assessment”

with the goal of providing candidates with the strategies and tools they need to successfully interact with

peers, professional educators, and community members.

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Preliminary Data

Current Enrollment

Candidate Data January 2018

Total Candidates 16

Ethnicity

American Indian 16

White 0

Hispanic 0

African American 0

Gender

Male 7

Female 9

Full time/part time

status

Part time 0

Full time 16

Program year

Freshman 1

Sophomore 5

Junior 10

Senior 0

Average GPA 3.3

Median GPA 3.2

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Standards Alignment

Domain 1: The

Learner and

Learning

Description PEPPS Assessment Indicator

InTASC Principle 1:

Learner Development

The teacher understands how learners grow

and develop, recognizing that patterns of

learning and development vary individually

within and across the cognitive, linguistic,

social, emotional, and physical areas, and

designs and implements developmentally

appropriate and challenging learning

experiences.

10.58.501

(a);

10.58.532

(a)

1.1 Design and implement

developmentally learning

experiences for all learners

InTASC Principle 2:

Learning Differences

The teacher uses understanding of individual

differences and diverse cultures and

communities to ensure inclusive learning

environments that enable each learner to meet

high standards.

10.58.501

(b)

10.58.532

(l)

1.2 Ensure an inclusive

environment for each learner

InTASC Principle 3:

Learning

Environments

The teacher works with others to create

environments that support individual and

collaborative learning, and that encourage

positive social interaction, active engagement

in learning, and self motivation.

10.58.501

(c)

10.58.532

(n), (o)

1.3 Develop and maintain a

positive learning

environment that engages all

learners

Domain 2: Content Description PEPPS Assessment Indicator

InTASC Principle 4:

Content Knowledge

The teacher understands the central concepts,

tools of inquiry, and structures of the

discipline(s) he or she teaches and creates

learning experiences that make these aspects

of the discipline accessible and meaningful

for learners to assure mastery of the content.

10.58.501

(d)

10.58.532

(b)

2.1 Demonstrate

understanding of content

area by using central

concepts, tools of inquiry,

and structure of the

discipline;

2.2 Make discipline

accessible and meaningful

for learners

InTASC Principle 5:

Application of Content

The teacher understands how to connect

concepts and use differing perspectives to

engage learners in critical thinking, creativity,

and collaborative problem solving related to

authentic local and global issues.

10.58.501

(e)

10.58.532

(c), (d),

(e), (f),

(g), (h),

(i), (m)

2.3 Integrate cross-

disciplinary skills, such as

critical thinking, problem

solving, creativity, and

communication to help

learners learn the content

Domain 3: Description PEPPS Assessment Indicator

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Instructional

Practice

InTASC Principle 6:

Assessment

The teacher understands and uses multiple

methods of assessment to engage learners in

their own growth, to monitor learner progress,

and to guide the teacher’s and learner’s

decision making.

10.58.501

(f)

10.58.532

(p)

3.1 Develop and use

multiple methods of

assessment

InTASC Principle 7:

Planning for

Instruction

The teacher plans instruction that supports

every student in meeting rigorous learning

goals by drawing upon knowledge of content

areas, curriculum, cross-disciplinary skills,

and pedagogy, as well as knowledge of

learners and the community context.

10.58.501

(g)

10.58.532

(k)

3.2 Plan for instruction

aligned to content standards

InTASC Principle 8:

Instructional Strategies

The teacher understands and uses a variety of

instructional strategies to encourage learners

to develop deep understanding of content

areas and their connections, and to build skills

to apply knowledge in meaningful ways.

10.58.501

(h)

10.58.532

(J)

3.3 Use a variety of

instructional strategies

effectively;

3.4 Differentiate instruction

for all learners

For students with

disabilities

For English language

learners

3.5 Use technology

effectively to support

instruction

Domain 4:

Professional

Responsibility

Description PEPPS Assessment Indicator

InTASC Principle 9:

Professional Learning

and Ethical Practice

The candidate teacher engages in ongoing

professional learning and uses evidence to

continually evaluate his/her practice,

particularly the effects of his/her choices and

actions on others (learners, families, other

professionals, and the community), and adapts

practice to meet the needs of each learner.

10.58.501

(i); (j)

4.1 Engage in ongoing

professional learning to

provide all learners with

engaging learning

experiences

4.2 Evaluate outcomes of

teaching using a variety of

data, including systematic

observation, information

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about learners, research to

adapt planning and practice

4.3 Reflect on teaching

practices to improve

instruction

InTASC Principle 10:

Leadership and

Collaboration

The teacher seeks appropriate leadership roles

and opportunities to take responsibility for

student learning, to collaborate with learners,

families, colleagues, other school

professionals, and community members to

ensure learner growth, and to advance the

profession.

10.58.501

(k)

4.4 Work collaboratively

with colleagues to meet the

needs of all learners

The teacher demonstrates understanding of

and ability to integrate history, cultural

heritage, and contemporary status of

American Indians and tribes in Montana.

10.58.501

(l)

Elementary Education Standards

MT PEPPS 10.58.532

Courses in

addition to

EDU 490

(1) The program requires that successful candidates: Assessed in…

(a) demonstrate knowledge and understanding of the major concepts, principles, theories, and

research related to the development of children and young adolescents and apply these

understandings to construct learning opportunities that support individual student development,

acquisition of knowledge, and engagement in learning;

EDU 220;

EDU 225

(b) demonstrate knowledge, understanding, and use of the central concepts as outlined in Montana

content standards, tools of inquiry, and structures of content for students across grades K-8 and

engage students in meaningful learning experiences that develop students' competence in subject

matter and skills for various developmental levels;

EDU 307

(c) demonstrate knowledge and understanding of theory and research and apply knowledge in the

areas of language, speaking and listening, reading and writing processes, literature, print and non-

print texts, which are inclusive of texts from and about American Indians and tribes in Montana;

and technology, and plan, implement, assess, and reflect on English/language arts and literacy

instruction that promotes critical thinking and creates engagement;

EDU 301,

EDU 340 and

EDU 344

(d) demonstrate knowledge, understanding, and use of the fundamental concepts of physical, life,

earth, and space sciences to design and implement age-appropriate inquiry lessons to teach

science, to build student understanding for personal and social applications, to convey the nature

EDU 430

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of science, the concepts in science and technology, the history and nature of science, including

scientific contributions of American Indians and tribes in Montana;

(e) demonstrate knowledge, understanding, and use of the major concepts and procedures that

define number operations, algebra, geometry, measurement, data analysis and probability to

engage elementary students in problem solving, reasoning, constructing arguments,

communication, connections, and representation, including culturally inclusive lessons and

examples relating to American Indians and tribes in Montana;

EDU 420

(f) demonstrate knowledge, understanding, and use of the major concepts and modes of inquiry

from the social studies, the integrated study of history, government, geography, economics,

including personal financial literacy, and an understanding of the social sciences and other related

areas to promote elementary students' abilities to make informed decisions as citizens of a

culturally diverse democratic society, including the cultural diversity of American Indians and

tribes in Montana, and interdependent world;

EDU 330

(g) demonstrate knowledge, understanding, and use of the content, functions, and achievements of

dance, music, theater, and the visual arts as primary media for communication, inquiry,

perspective, and engagement among elementary students, and culturally diverse performing and

visual arts inclusive of the works of American Indian artists and art in Montana;

EDU 440

(h) demonstrate knowledge, understanding, and use of the major concepts in the subject matter of

health education to create opportunities for student development and practice of skills that

contribute to good health for all elementary students;

EDU 350

(i) demonstrate knowledge, understanding, and use of human movement and physical activity as

central elements to foster active, healthy life styles and enhanced quality of life for all elementary

students;

EDU 350

(j) demonstrate knowledge, understanding, and use of interdisciplinary connections to integrate

subject matter contents, employing inclusive ideas and issues that engage students' ideas, interests,

concerns, and experiences;

EDU 307

(k) plan and implement instructional strategies based on knowledge of individual students,

learning theory, content, connections across the curriculum, curricular goals, and community;

EDU 380 and

EDU 480

(l) demonstrate understanding of how elementary students, within different populations, including

American Indians and tribes in Montana, differ in development and approaches to learning and

demonstrate the ability to differentiate instruction for learners of all cognitive abilities;

EDU 235,

EDU 311 and

EDU 337

(m) demonstrate knowledge of proven instructional strategies and use this knowledge to develop

elementary students' ability to use critical thinking, problem solving, and current and emerging

technologies;

EDU 270,

EDU 380 and

EDU 480

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(n) demonstrate knowledge and understanding of individual and group motivation and behavior

and apply this knowledge and understanding to foster active engagement in learning, self-

motivation, and positive interaction and to create supportive learning environments;

EDU 309

(o) use knowledge and understanding of effective verbal, nonverbal, and media communication

techniques in elementary learning environments to foster active inquiry, collaboration, and

supportive interaction among students; and

EDU 309

(p) demonstrate knowledge and understanding of formative and summative assessment strategies

and use this knowledge and understanding to evaluate and ensure the continuous intellectual,

social-emotional, and physical development of elementary students.

EDU 307

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Assessment Forms and Rubrics

Stone Child College’s Elementary Education Program

Montana Assessment of Content Knowledge (MACK)

Candidate:_____________________________________ Date:______________________

Content Course Work GPA

GPA Point Score:____________

Student Teaching Assessment Points Student Teaching Assessment

Score:___________________ Descriptor Points

Knowledge is Advanced 3

Knowledge is Proficient 2

Knowledge is Basic 1*

Knowledge is Insufficient 0

PRAXIS II Elementary Knowledge Test Praxis II Points:____________

Total MACK Score:______________

Meets requirements for licensure:

_____________________________

Reviewed by:____________________________________Date:___________________________

Course Course Description Grade GPA

ART 110 Art Appreciation

WRIT101 College Writing I

NAS 101 History of Indians in U.S.

NASX 100 Cree I

MUS 110 Music Appreciation

COMX 111 Public Speaking

PSYX 100 Intro to Psychology

BIOS 101 General Biology with Lab

WRIT 201 College Writing II

M130 Math for Elementary Teachers I

PHSX 205N Fundamentals of Physics I

PHSX 206N Fundamentals of Physics lab

M131 Math for Elementary Teachers II

PSCI 210 American Government/History

ESCI 150 Atmospheric Science with lab

Average GPA

GPA Points

3.50 – 4.00 4

3.00 – 3.49 3

2.65 – 2.99 2

2.00 – 2.64 1*

below 2.00 0

ELEMENTARY EDUCATION 5018

Score Range Points

200-163 3

162-147 2

146-130 1*

Below 130 0

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For candidates receiving a score of 1* on rubric components 1, 2, or 3, each Montana EPP will conduct a further

individualized review of the candidate’s content knowledge and teaching skills, based on established policy, to ensure

that the candidate merits recommendation for licensure/endorsement.

Stone Child College


Action Research Project

EDU 495

Candidate: _______________________Date:___________Instructor:_______________

Design and conduct an action research project.

Criteria Unacceptable (0) Developing (1) Proficient (2) Exemplary

(3)

Action research project

on assessment of student

learning. Includes

assessment data (summary

of student work)

demonstrating what

students learned when

candidate was teaching

three consecutive lessons

or a unit. What

modifications were made

based on student learning?

Display as a grid

comparing early, middle,

and later student learning

experiences.

(EDUC 495)

Score:_____

No conclusions are

drawn or are not

based on the data.

Several grammar,

punctuation, and

spelling errors.

Writing is not well

organized and

clear.

Conclusions are

drawn from the data

and background

information, but

conclusions are

weakly supported

by the data. Only a

few grammar,

punctuation, and

spelling errors.

Conclusions are

drawn from &

supported by the data

and background

information.

Implications for

teaching & learning

are stated but may not

be completely

connected to the data.

No grammar,

punctuation, or

spelling errors.

Conclusions

are drawn

from &

clearly

supported

by the data

and

background

information.

Implications

for teaching

& learning

are clearly

stated and

supported

with the

data.

Appropriate

implications

for

instruction

are

discussed.

No

grammar,

punctuation,

or spelling

errors.

Rubric Score ________

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